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Abstract

It is not uncommon for students in a teacher education program to bring with them a lack of experience in working with diverse populations. This culturally insular perspective often leaves them ill-prepared to face the highly diverse classrooms they will soon encounter. This study describes a context created for 120 students in an undergraduate Literature for Children course to critically analyze selected literature and participate in varied group discussions in order to better understand the diverse classrooms they will likely face as teachers. This qualitative study examines themes extracted from student journals and discussions in order to show the influence literature can hold in promoting multiple perspectives and cultural relevance.

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